IDENTIFICATION OF CHALLENGES IN TEACHING WORLD LITERATURE COURSE AT UNDERGRADUATES LEVEL

Abstract

Research shows that literature contains propensities of human instinct and experiences. The knowledge imparted through literature is more effective as it is relatable to life experiences. This research paper highlights the challenges faced by teachers and students in a world literature course taught at an undergraduate level. In Pakistan, majority of students exhibit low English language proficiency levels. This leads to comprehension issues in literary meaning making. This as a consequence makes it challenging for teachers to effectively teach the course at tertiary level. The data was collected through a quantitative survey method. The participants identified for the study were 436 students and 6 teachers teaching the course. The sample represented almost 73% of the student population taking the course on World Literature at an undergraduate level. The results indicated that lack of language proficiency coupled with poor reading habits were major factors that impeded learning and directly impacted the motivation to study literature. The results from teachers' questionnaires determined that innovative pedagogy, appropriate selection of texts and genres were key determinants in generating interest in classrooms. The study was significant in terms of highlighting key factors that impeded student interest in studying literature and determining interactive pedagogy as an effective tool to achieve effective learning outcomes.